Thinking style-based individualized learning of students with hearing impairment.

Abstract

The paper considers studying individualized learning of hearing-impaired students based on their thinking style. The study included identifying individual characteristics of students with and without hearing impairment, designing the learning process based on students’ potential capabilities and thinking styles and analyzing the efficiency of the proposed methods. Implementing individual paths based on thinking style-based learning contributed to dealing with challenges associated with teaching hearing impaired students. Application of psychodiagnostics in the educational process enables the teacher to choose specific assignments with an appropriate level of difficulty for students and pay more attention to the presentation of information in the classroom on electronic and paper media.